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The purpose of this assignment is to assess your basic knowledge of European and American studies, your research investigation skills, and your ability to develop arguments logically. For each theme, it is essential to research the academic background of the topic, formulate a question, and develop an argument. The objectives of each theme are as follows

• Can you answer the fundamental question in film studies of how music, a non-verbal representation, contributes to visual representation?
• Can the relationship between literature and the body be properly defined and discussed so as not to diffuse the discussion?
• Can we discuss the meaning of violence in the United States, where people are allowed to own weapons, from the perspective of the governed?
• Can you define the region and period under consideration and use specific examples to support your argument?

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The purpose of the assignment was to question the free thinking and multifaceted perspectives necessary for international cultural research. We also asked what kind of logical thinking skills and rational way of thinking are required for each individual to be able to follow the theme set by each student. The questions also tested the ability to infer what problems and issues will be faced in future research on Asia and Africa, and to express them in an easy-to-understand manner.

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• Many Qing students came to Japan, which had achieved rapid modernization through the Meiji Restoration, to study abroad. Magazines such as “Zhejiang Tide” and “Jiangsu” were launched mainly by the Aixiang Association. How much do we know about the history of Chinese students studying in Japan at the end of the Qing dynasty? What role did the media of magazines play in the propaganda of the revolution? This is the main point of this study.
• This question asks students to comprehensively discuss the dynastic alternation known as the Ming-Qing alternation, and to test their basic knowledge of Chinese history. In addition to being able to explain the basic history of the Ming and Qing dynasties, the test will also test your ability to explain the political, social, cultural, and other changes that took place as a result of the Ming and Qing dynasties.
• There was a time in the Islamic world when slave soldiers had great military, political, social, and economic influence. This question asks whether the student has an accurate understanding of their historical position. The question asks students to explain the meaning of Arabic designations (ghulam, mamluk), the transition of the main ethnic composition (from Turkic to Black and Cherkess), and the process that led to the formation of states (slave dynasties in India, Mamluk dynasty in Egypt, etc.) in various regions from the parent guard of the monarch. 8th to 14th centuries. No reference to kapkur in the Ottoman Empire is required, as the period is limited to the.

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This question asks for knowledge and the ability to discuss from an academic perspective how education in Japan affects gender-related phenomena and people's ideas about gender, and how gender and education are related. This question also asks what kind of problem consciousness the examinee has regarding gender in the familiar theme of education.

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This question asks candidates to examine how Buddhism was reinterpreted in the process of establishing the new concept of “art” in modern Japan. Candidates are expected to demonstrate an understanding of modern Buddhist history and the ability to examine it academically through the presentation and logical discussion of specific examples based on previous research. This emphasizes the development of comprehensive thinking skills based on historical context.

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• Task 1: This question is intended to confirm basic knowledge of social research, which is essential for social engineering research. It is also intended to ascertain the extent to which the student understands data collection and analysis methods for case studies in environmental studies and behavioral economics, and for writing a master's thesis.
• Task 2: The purpose of this question was to test examinees' understanding of the formative years of the Cold War structure, using the term “containment,” one of the most basic Cold War concepts. The question was asked in the belief that the process of forming military alliances in Europe is essential in the study of Cold War history that targets non-European countries, and that it would be useful in determining the academic ability of the examinees.
• Task 3:In questions 1 and 2, the examinees are asked to understand the procedure of the least squares method, derive the estimation results, and discuss their statistical significance. Question 3 requires the examinee to read the characteristics of the surveyed region from the given data, and to discuss policies that are appropriate to the characteristics of the region based on the obtained estimation results.
• Task 4: This assignment asks about the characteristics of trade agreement negotiations from the perspective of international political economy theory. What differences arise in the content of negotiations in multilateral and bilateral trade agreements? Focusing on the policy-making process, balance of power theory, hegemonic stability theory, global governance theory, and game theory, specifically, the Trans-Pacific Partnership Agreement (TPP)/Trans-Pacific Partnership for Comprehensive and Advanced Agreement (CPTPP) and the Japan-U.S. trade agreement, and the Regional Comprehensive Economic Partnership (RCEP) and the negotiations for the Japan-China (Korea) trade agreement.

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• Task A: This question asks for an understanding of nudge theory, a concept that has received much attention in behavioral research on public issues, and the ability to explain in a concrete and logical manner how cooperative behavior is encouraged in situations of social dilemma. By doing so, the test is intended to comprehensively evaluate interest in the latest research topics in cooperative behavior research on public issues, comprehension of basic knowledge, and the logical thinking skills necessary to conduct research in this area appropriate for the level of Master's degree.
• Task B: This question asks for an understanding of the mechanism by which “market failure” occurs when market equilibrium undermines the efficiency of the economy in an environment where external costs are incurred in production. In answering this question, the student is required to correctly find and compare market equilibrium output and socially optimal output, assuming an understanding of basic microeconomic partial equilibrium models, as well as a discussion of how policy intervention (Pigou tax) is represented in the economic model.
• Task C: This question asks for basic knowledge about the “role of science and technology” in disaster reduction, which is currently considered an important issue in the field of disaster reduction. For the answers, it is assumed that the respondents will explain the disaster reduction measures using science and technology that are considered to be effective. In addition, they are asked to explain the challenges and background of the areas of disaster reduction on which they will focus their efforts in the future, such as climate change and inclusive disaster reduction. The responses are expected to clarify the impact of climate change on disasters, and to consider the understanding and implementation of inclusive disaster management.

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Historical experiences and the ideas and cultures that emerged from them provide important insights into the various issues that arise among different cultures today. This assignment seeks to examine what lessons and suggestions the ideas and cultural expressions formed in history can offer to contemporary society, while being aware of the continuity between the past and the present. This assignment seeks to measure the ability to relate the values and systems of thought developed throughout history to contemporary social issues and human activities, to examine them from a critical perspective, and to discuss in concrete terms how they can be applied.

• Admissions Challenges

• Do the candidates have advanced knowledge of various fields in language science research?
• Whether the applicant is able to read scholarly articles and summarize the main points accurately and concisely
• Is the candidate able to evaluate the paper objectively and critically?

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This question was designed to confirm understanding of the role of individual differences in affect, one of the most important factors in second language acquisition research. Specifically, the question was designed to test the ability to logically consider the impact of individual differences such as motivation and learning anxiety on second language acquisition, while referring to previous research. However, the content does not have to be limited to the above two factors. The focus was not just to summarize previous research or introduce individual difference factors, but to discuss the changing role of affective individual difference factors from multiple perspectives, including differences in target language knowledge and abilities (e.g., vocabulary, grammar, reading, speaking, etc.) and learning environments.

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The United States of America was founded on the principle of freedom for all, but throughout its history, only certain individuals have actually enjoyed freedom, and that freedom has always been achieved by restricting the freedom of others. That is, whites, men, and capitalists were able to enjoy their rights by restricting the rights of blacks, women, and workers, respectively. The question was to see if the students could discuss the above paradoxical qualities inherent in American liberty, while giving specific facts.

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The assignment introduced a passage from Kojiro Kikkawa's “The Wisdom of China” and asked students to focus on the compilation and perception of history in ancient China, Confucius' views on it, and Ito Inzai's comments on Confucius' views. The purpose of this question, too, was to test the interdisciplinary thinking and multifaceted perspectives (spanning China and Japan) necessary for Asian and African studies. By questioning each individual's views on the issues asked, we sought to test the candidates' ability to think logically. The content of the answers to the questions also questions the candidate's academic knowledge for future research on Asia and Africa.

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• The two major newspapers at the end of the Qing dynasty were the Xinminzongbao (新民叢報) of the revolutionary faction, represented by Liang Qichao and others, and the Minbao (民報) of the revolutionary faction, represented by Zhang Binglin and others, and both have caused major controversies in their pages. This paper will focus on the “Minpo” and examine the historical background of its founding, the circumstances of its publication, its representative editorialists and their arguments, and the situation of confrontation between the revolutionaries and the revolutionaries at the end of the Qing dynasty.
• This question will test your knowledge of the “Yan Exercise,” an envoy sent by Joseon to Ming and Qing China. It will test your ability to provide a comprehensive explanation of the term, the background of the envoy's sending, its political and cultural significance, and the Yan Exercise Records left by the envoy.
• This question asks students to explain the definition and historical significance of the Shu'ubiyyah movement, a cultural movement in the early Abbasid period that challenged the dominance of Arabs in Islam and advocated equality between Arabs and non-Arabs. The question discusses the meaning of shu'u'b (peoples) in the Qur'an (49:13), which was the source of the Shu'u'biya, the influence on this movement of the Hawaarijites who emphasized faith over blood, the patronage of non-Arab converts (Mawari), and especially the claim of superiority of Persian culture developed by Persian officials, and further discusses the to discuss how Arabs came to establish the Arab humanities as a counterweight to the.

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This question tests the ability to discuss the multifaceted and complex phenomenon of cultural contact and cultural transmission in an academic manner from the perspective of media theory, based on one's own interests. The test also examines the ability to discuss the relationship between media and culture and their mutual influences. The questions will test your ability to take a broad perspective on a single phenomenon, to analyze influences from multiple perspectives, and to see things from a variety of perspectives.

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This question asks candidates to examine the reception of Marxism in modern and contemporary Japan and the influence of its materialist historical view on the formation of intellectual thought. Candidates are expected to be able to provide specific examples based on previous research and discuss the role played by the materialist historical view in the history of 20th century thought. In this way, the examination is intended to assess the candidate's understanding of the history of Japanese thought as well as his or her academic analytical skills.

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• Task 1: This question is designed to ascertain how you understand the issue of waste plastics as a global-scale problem as a cross-disciplinary field of study. In particular, the intent is to ascertain whether you can logically explain how global environmental problems should be solved from the perspectives of international relations, environmental science, policy science, and environmental economics.
• Task 2:In the early 1970s, Japanese diplomacy reached a major turning point with the reversion of Okinawa to Japan and the normalization of diplomatic relations between Japan and China. Although these should be placed in the context of postwar international political history and Cold War history, textbook accounts tend to discuss them within the framework of bilateral negotiations, i.e., Japan-U.S. relations and Japan-China relations. The intention of this question is to test the ability of examinees aiming for the second three-year course to analyze major events in the history of postwar Japanese diplomacy based on such a macroscopic viewpoint.
• Task 3: In Question 3-1, using the example of the construction of a waste treatment plant, the question asks whether the examinee can select an appropriate method to statistically estimate the causal effect of the policy in evaluating the impact of the implementation of the environmental policy on the region. Question 3-2 is designed to test your understanding and interest in environmental policy by asking whether you can collect appropriate data according to the estimation method selected in Question 3-1, assuming that you will actually conduct the research, and by explaining how the hypothesis is supposed to be tested, in addition to confirming your understanding of the analysis method. This question is designed to test your understanding of and interest in environmental policy.
• Task 4:This question asks about the discrepancies and interactions between state and private approaches to public diplomacy (public diplomacy and cultural diplomacy) from the perspective of international political communication theory. It is necessary to organize the background and issues regarding the subject, object, and methods. Specifically, we can deal with the following issues: from state actors to non-state actors such as corporations, NGOs, and individuals; whether they are targeted at the citizens of the other country, third countries, or one's own country; from traditional public public relations to private public relations through media and cultural works, and recent activities of citizens on social networking services.

• Admissions Challenges

• Taskt A: This question asks for the ability to analyze and explain the mechanisms of individual decision-making and behavioral choices in social dilemma situations using a theoretical framework. (1) asks for the ability to logically explain the process by which cooperative and non-cooperative behavior occurs even when individuals are not influenced by others. (2) asks for the ability to analyze the behavioral changes of individuals in social dilemma situations, taking into account the impact of social capital on cooperative behavior. （Question (3) asks for the ability to understand the possible negative effects of high social capital and to consider its impact on individual attitudes and behavior. Both questions test the basic knowledge necessary to study individual behavior in public issues and the logical explanatory skills involved.
• Task B: This issue examines the signaling function of education in the labor market in a situation where there is information asymmetry between firms and workers regarding workers' abilities (types). Here, although receiving education itself does not affect workers' abilities, by appropriately incorporating the level of education into the wage system, workers can send signals to firms about their own abilities, and firms can discern workers' abilities. In particular, (2) is a question about the nature of such a wage system.

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This assignment seeks to discuss, from the perspective of multicultural conviviality theory, the essential factors that make it difficult to accept the different in society, along with specific examples. In particular, in today's globalized society, while there is a demand for acceptance of cultural diversity, the rise of nationalism and xenophobia has become prominent. In light of these realities, this assignment examines how intolerant societies are formed by taking up historical cases and contemporary social issues, and measures the ability to analyze the factors behind such intolerance.

• Admissions Challenges

• Do the candidates have advanced knowledge of various fields in language science research?
• Whether the applicant is able to read scholarly articles and summarize the main points accurately and concisely
• Is the candidate able to evaluate the paper objectively and critically?

• Admissions Challenges

This question was designed to confirm understanding of the role of cognitive individual differences as one of the key factors in second language acquisition research. Specifically, the question was designed to test the ability to logically consider the impact of individual differences such as language aptitude and working memory on second language acquisition, while referring to previous research. However, the content need not be limited to the above two factors. The focus should not be limited to a mere summary of previous research or introduction of individual difference factors, but rather, the question asked students to discuss the changing role of cognitive individual difference factors from multiple perspectives, taking into consideration the target language knowledge (e.g. vocabulary, grammar, reading, speaking, etc.), learners' foreign language proficiency level, differences in learning environments, etc. The participants were required to